Skkn cấp tỉnh cultivating students’ sense of patriotism and national pride through unit 1 life stories we admire (english 12) for 12th grade students at ngoc lac ethnic boarding high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGNGOC LAC ETHNIC BOARDING HIGH SCHOOL ---EXPERIENCE INNOVATION CULTIVATING STUDENTS’ SENSE OF PATRIOTISM AND NATIONAL PRIDE THROUGH UNIT 1:

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGOC LAC ETHNIC BOARDING HIGH SCHOOL

-EXPERIENCE INNOVATION

CULTIVATING STUDENTS’ SENSE OF PATRIOTISM AND NATIONAL PRIDE THROUGH UNIT 1: LIFE STORIES WE ADMIRE (ENGLISH 12) FOR 12TH - GRADE STUDENTS AT NGOC LAC ETHNIC BOARDING HIGH SCHOOL

Writer: Triệu Thị Đào Position: Teacher Topic in the field of: English

THANH HOA, 2025

I Reasons to choose the theme 1

III Subjects of the research 2

IV Methodology of the research 3

I Theoretical basis of the research 4

I.1 Definitions of patriotism and national pride 4

I.2 Patriotism – A feature of Vietnamese culture 5

2 Creating a Powerpoint Presentation 9

A INTRODUCTION

I Reasons to choose the theme

In the modern era of globalization and technological advancement,English has become more than just a language — it is a crucial tool forcommunication, education, and international cooperation As the most widelyspoken second language in the world, English connects people from differentcultures and backgrounds, allowing them to share ideas, conduct business, andcollaborate on global challenges One of the greatest benefits of learning English

is the ability to communicate with people from different countries Whethertraveling abroad, studying in a foreign country, or working in a multinationalcompany, English makes it easier to interact with others and build meaningfulconnections Another key advantage is access to better educational and careeropportunities Students who are proficient in English can apply to study abroad,join international programs, and access a wealth of academic resources In theworkplace, employers often prefer candidates who can speak English, especially

in industries such as business, technology, and tourism Fluency in English canlead to better job prospects, higher salaries, and greater chances for promotion.Learning English also provides access to global culture It allows people toparticipate more actively in global conversations on social media and ininternational forums

In recent years, the Ministry of Education and Training (MOET) ofVietnam has made significant efforts to enhance the quality of English languageteaching nationwide Recognizing the importance of English as a key skill inglobal integration and economic development, MOET has implemented variousstrategies aimed at improving both teaching methods and learning outcomes Atschool, English teachers have continuously tried to improve their students'English skills and help them become more confident and competent languageusers They have shifted from traditional grammar-based instruction to morecommunicative and student-centered methods Instead of focusing only on rulesand memorization, teachers now encourage students to practice speaking,listening, reading, and writing through real-life situations, group discussions,and interactive activities This helps learners develop fluency and practicallanguage skills Besides, many Vietnamese parents have become increasinglyaware of the importance of English for their children's future As a result, theyhave taken a variety of proactive steps to help improve their children’s Englishproficiency both inside and outside the classroom One of the most commonactions parents take is enrolling their children in English centers or internationalschools, where students are taught by qualified teachers using modern,communicative methods

As an English teacher, my goal is not only to teach grammar, vocabulary,and communication skills More importantly, I hope to use the language as atool to inspire my students with deeper values—especially love for ourhomeland and gratitude for the generations who sacrificed their lives for ourpeace and independence In my lessons, I often incorporate content thathighlights Vietnam’s culture, traditions, and heroic past Through English

stories, essays, and discussions, students have the opportunity to learn about ournational heroes, historical events, and the importance of preserving peace andunity.

Therefore, in this study I present some techniques which I have usedsuccessfully over the last few years with classes of different sizes and levels toawake students’ the patriotic spirit and pride of the Vietnamese people I have

decided to do this research named: "Cultivating students’ sense of patriotism and national pride through Unit 1: Life Stories We Admire (English 12) for 12th-grade students at Ngoc Lac Ethnic Boarding High School."

II Aims of the Research

As an English teacher who has been committed to education for manyyears, I am passionate about both language instruction and student development

I always strive to improve the quality of teaching and learning in my school, notonly in terms of linguistic competence but also in terms of character and values

I strongly believe that teaching English should go beyond grammar andvocabulary—it should also be a way to inspire students to better understand theiridentity, their people, and the world around them

Through years of experience and in response to the requirements of theDepartment of Education and Training, as well as the actual learning conditions

of my students at Ngoc Lac Ethnic Minority Boarding High School, I decided toconduct this research with the following primary aims:

 To raise students’ awareness of patriotism and national pride by exploring

meaningful life stories of admirable individuals in Unit 1: Life Stories We

Admire (English 12).

 To integrate moral and civic education into English lessons, therebyencouraging students to reflect on their roots and recognize the value ofnational identity

 To offer practical teaching strategies for English teachers to effectivelydeliver the unit content while promoting a love for the homeland andpride in Vietnamese culture

III Subjects of the research

The participants of this study were 66 twelfth-grade students from twoclasses (12A2 and 12A5) at Ngoc Lac Ethnic Boarding High School, located inNgoc Lac District, Thanh Hoa Province Among the 66 students, 26 were male(39.4%) and 40 were female (60.6%) This gender imbalance reflects a broaderlocal trend, where many male teenagers are expected to take on workresponsibilities to support their families, leading to early school dropout in somecases

Most of the students come from economically disadvantaged families,with limited access to learning resources and support at home Their daily livesare shaped by financial constraints, which affects their motivation and capacityfor sustained academic engagement Despite having studied English since Grade

3, the majority of students still possess only basic proficiency—mainly atbeginner or A1 level—due to a combination of socio-economic challenges andlimited exposure to English outside the classroom

Given this context, the research aims to explore how integrating lessons onpatriotism and national pride into English classes—particularly through Unit 1:

Life Stories We Admire can not only enrich students’ language learning

experience but also deepen their emotional connection to their cultural identityand homeland

IV Methodology of the Research

To effectively implement my proposed solutions, I adopted severalpractical and pedagogical methods throughout the research process

Firstly, I regularly consulted with my colleagues and engaged incollaborative planning to gain insights and suggestions for lesson improvement.Peer feedback played a vital role in shaping more engaging and meaningfulEnglish lessons that also incorporated cultural and patriotic values

Secondly, I actively explored and applied innovative teaching methods in theclassroom These included the use of visual aids, real-life materials, andculturally relevant objects to bring the lessons to life For example: Pictures and

information about Vietnamese national heroes featured in Unit 1: Life Stories

We Admire.

Thirdly, I integrated technology into my teaching By using projectors, shortfilms, and video clips, I created an interactive and stimulating learningenvironment For instance, I showed short documentaries about inspiringVietnamese figures or ethnic customs to provoke discussion and enhancestudents’ understanding of national pride and identity

These methods not only supported English language acquisition but alsonurtured a deeper sense of patriotism, cultural appreciation, and mutual respectamong students from diverse ethnic backgrounds

B CONTENTS.

I Theoretical basis of the research

I.1 Definitions of patriotism and national pride

Patriotism, love for or devotion to one’s country, as the dictionarydefinition has it, is a popular topic in the literature on political theory andphilosophy One reason for its popularity is probably the preponderance ofconceptions that see it as moderate, in contrast to nationalism As George Orwell

wrote in his 1945 book Notes on Nationalism, “patriotism is of its nature

defensive, both militarily and culturally Nationalism, on the other hand, isinseparable from the desire for power.” The other contrast, the one betweenattachment to one’s country (patriotism) versus attachment to one’s people andits traditions (nationalism), has also played a role Together, they are often taken

as the defining features of patriotism Of course, the actual use of the term inpolitical discourse is much less regimented than the one standard in theoreticalwritings [1]

Patriotism is a common thought and sentiment of people in all countriesand ethnic groups in the world Understandably, patriotism is a moral value ofhumanity that was born and developed along with the development of humancommunities in a certain historical period, and in a certain territory However,the shades of expression and the intensity of these moral values also differamong ethnic groups The Vietnamese people, the love of the Fatherland, thepatriotism of the Vietnamese people have become their consciousness.Patriotism is a traditional value at the forefront of the traditional moral values ofthe Vietnamese nation, which is the source of production and nurturing typicalvalues of Vietnamese culture Therefore, it can be understood that patriotism hasbecome a precious value of the Vietnamese nation

Can be understood in a general way, as a traditional moral value.Patriotism is a system of principles, rules and methods of behavior that showslove and loyalty to the Fatherland, the spirit of readiness to serve for theFatherland Patriotism is expressed by feelings, ideas and ideological systems,standards, evaluations, and moral ideals constituting patriotic consciousness [2].Patriotism is the motivation and orientation for voluntary, voluntary anddedicated acts for the sake of the Fatherland [3]

Patriotism is the traditional value of the Vietnamese nation and of allhumanity Among the traditional cultural values of the Vietnamese nation,patriotism has always been ranked first It became “the focus of the focus, thevalue of the values, it is the greatest emotional motivation of the national life,and at the same time is the highest ladder in the system of moral values of theVietnamese people” [4] Patriotism is rooted in a sense of community thatconnects individuals – families – society – the country Patriotism is expressed

in aspirations and actions always put the interests of the country and the peoplefirst, dedicated to building the homeland of the country, ready to fight theaggressors, protect the integrity of the nation, preserve and promote the culture

of the nation[3]

On the other hand, National pride refers to the sense of attachment,loyalty, and pride that individuals feel toward their nation or country It is adeep-rooted feeling of affection and belonging, often accompanied by a strongbelief in the values, culture, history, and achievements of one's own nation [4].

I.2 Patriotism – A feature of Vietnamese culture

The patriotism of Vietnamese people is rooted in the simple and simplefeelings of each citizen The love that started out as just concern for loved ones,then to the village, then developed into love for the Fatherland Love for thecountry is not an innate feeling, but a product of historical development,associated with a certain country

Vietnam's national cultural identity is the crystallization of thought,emotion, soul, and character of Vietnamese people throughout the history ofnation building and defense Tradition of identity is expressed into typicalcultural values The study and generalization of cultural values so far has notstopped However, most scholars and researchers believe that patriotism is theleading value in the tradition of Vietnamese national cultural identity TheCentral Committee of the Communist Party of Vietnam has commented, “Thenational identity of Vietnamese culture includes sustainable values, thequintessence of the Vietnamese ethnic community It was built over many yearsperiod in the history of the struggle to build and defend the country.” [4]

Vietnamese people have passionate patriotism, the will to strengthenthe nation, the spirit of solidarity, the sense of community that connectsindividuals - families - villages - the country Commenting on the patriotictradition in Vietnam, President Ho Chi Minh affirmed, “Our nation has apassionate patriotism It's one of our precious traditions From the past untilnow, every time the Fatherland was invaded, that spirit was vibrant, it formed ahuge and powerful wave It walks through all the dangers and difficulties Itdrowns all the watermen and plunderers.” [5]

Patriotism has become the dominant ideology, holding the role oforientation and dominating the entire process of nation-building and defendingthe country of the Vietnamese people through the periods Moreover, patriotismhas become a popular and widely socialized cultural value among all classes ofpeople and has been identified by generations of Vietnamese people as one ofthe most important criteria and values The highest stipulates their motto of lifeand actions Since then, creating a great spiritual motivation, promoting positiveactions for the country of the people and the Vietnamese community [6]

II Reality of the study

In today’s fast-changing and globalized world, the concepts of patriotismand national pride have taken on new dimensions, especially among the youngergeneration At Ngoc Lac Ethnic Minority Boarding High School, where studentscome from various ethnic groups across Thanh Hoa province, these values areboth essential and deeply personal

Most students at the school show a clear sense of gratitude for the peaceful andindependent life they enjoy today Through lessons in History, Civic Education,and extracurricular activities such as flag-raising ceremonies, storytelling about

national heroes, or cultural exchange events, students are reminded of thesacrifices made by previous generations Many express pride when watchingdocumentaries about Vietnam’s historical victories or hearing the nationalanthem played during school assemblies.

However, due to the influence of social networks and exposure to foreigncultures, many students have formed incorrect lifestyles and belelief Theypromote a materialistic, free lifestyle and disregard emotions, spirit, and feelingsespecially about our nation’s history as well as patriotism and national pride,which may lead to weak national unity low civic participation and decline innational morale

Recognizing this issue, many teachers at Ngoc Lac School have taken steps tostrengthen students’ understanding and appreciation for their national heroes.For example, students are encouraged to research and present on the markablebattle in the struggle against powerful invaders The school also organizes talkshows with the presence of historic figures These activities help students realizethat patriotism is not only about loving the country as a whole but also abouthonoring the roots of their communities

Before implementing this new teaching method, I conducted a small survey toexplore students’ attitudes toward their patriotism The questionnaires weredistributed to 66 students and consisted of multiple-choice questions with threeoptions Students were asked to circle the letter a, b, or c next to the option thatbest reflected their feelings about each statement at that moment To ensureaccurate understanding and honest responses, all questions were written inVietnamese The full questionnaire is provided in Appendix

III Solutions

In order to achieve high results according to the lesson objectives, I haveimplemented many different measures First, I divided the students into 3groups, each group performed a different task Group 1 drew pictures and toldstories about four national heroes that they admire Similar to group 1, group 2also told stories about national heroes but through presentations based onpowerpoint designs Group 3 created videos about other national heroes inThanh Hoa province These historical figures should be :

- those who fought in the resistance wars against the Chinese invasion, theFrench colonialism and the United States

- the outstanding representatives from both regions of Viet Nam ( the North andSouth of Viet Nam)

- about both men and women (heroes and heroines)

- from different generations (both young and old) and ethinic groups (minorityethnic groups)

Students’ projects are required to focus on the following guidelines:

- Name of the historical heroes

- Born (year of birth – death; place of birth)

- Revolutionary involvement

- (Arrested) and sacrificed

- Legacy

The groups had to complete their products within a week.

Provide students with clear instructions on how to effectively prepare anddeliver a presentation:

Step 1: Choose a historical figure

Select a national hero that you admire or find impressive

Find out why this person is considered a hero (contributions, patriotism, heroic deeds, etc.)

Step 2 : Gather informatin

Collect the essential information:

 Biography: name, birth and death year, place of origin

 Historical context during the time the person lived

 Notable achievements or contributions to the country

 Influence on the nation and the people afterward

Step 3: Create an outline for your presentation

A presentation usually includes three parts:

Introduction

 Briefly introduce the topic and the hero you've chosen

 Explain why you chose this figure

Body

 Biography and historical background

 Significant achievements or contributions

 The hero's influence and the spiritual values they left behind

Conclusion

 Share your personal thoughts about the figure

 Lessons you've learned from the hero

 Connect their legacy to today's younger generation

Step 4: Write the speech and prepare pictures/slides

Turn the research into a clear, well-structured spoken text

For using PowerPoint slides, students should:

o Use concise wording and engaging visuals

o Focus on one main idea per slide

o Include images of the hero or relevant illustrations

Step 5: Practice your presentation

 Practice speaking fluently and within the time limit (usually 3–5 minutes)

 Work on speaking clearly and with expression

 If possible, rehearse in front of a mirror or ask friends/family to listen

Step 6: Present to the class

 Dress neatly, stay confident, and make eye contact with your audience

 Stay calm, smile, and present according to your prepared outline

Here are students’ presentations:

1 Drawing Pictures

The students in group 1 were asked to draw four pictures about four historicfigures then give presentations in front of the class In this part I only presenttwo out of four presentations that students gave during the lesson The twoothers are presented in Appendix

Here are students’presentations:

- Revolutionary involvement: At just 14 years old in 1947, she joined the

local guerrilla unit and engaged in daring acts of sabotage against French forcesand their collaborators She was known for her bold actions, including throwinggrenades at enemy gatherings

- Arrested and sacrificed: In February 1950, during a mission, she was

captured by the French Despite enduring brutal torture, she remained defiantand refused to reveal any information about her comrades or the revolutionaryorganization She was held in Chí Hòa Prison in Saigon before being transferred

to Côn Đảo Prison, an infamous penal colony

On the morning of January 23, 1952, at the age of 19, Võ Thị Sáu wasexecuted by firing squad Before her death, she famously refused a priest's offer

of last rites, stating she had no sins, and expressed regret only for not havingeliminated more of the colonialists and traitors With remarkable composure, shesang revolutionary songs and shouted patriotic slogans, such as "Down withFrench colonialism! Long live independent Vietnam! Long live President HoChi Minh!" as she faced her executioners

- Legacy: Võ Thị Sáu's unwavering spirit and ultimate sacrifice transformed her

into an enduring symbol of Vietnamese resistance She was posthumouslyrecognized as a revolutionary martyr and in 1993, the Vietnamese governmentawarded her the title Hero of the People's Armed Forces Her story continues to

be honored through songs, poems, films, and monuments throughout Vietnam,with her grave at Hàng Dương Cemetery in Côn Đảo being a significant place ofpilgrimage.

1.2 Cù Chính Lan

- Born: Cù Chính Lan (1930–1951) was a revered Vietnamese military hero,

celebrated for his exceptional bravery and tactical brilliance during the FirstIndochina War against French colonial forces Born in Quỳnh Đôi Commune,Quỳnh Lưu District, Nghệ An Province, he hailed from a poor peasant familyand joined the Việt Minh forces at a young age, driven by patriotic fervor

- Revolutionary involvement: Cù Chính Lan quickly distinguished himself as

an incredibly resourceful and fearless soldier His most famous exploit occurredduring the Battle of Cao Bằng in December 1950 As a squad leader, hedemonstrated extraordinary courage by single-handedly destroying an enemytank with an anti-tank grenade, then moving on to destroy a second tank, andfinally rallying

- Legacy: Cù Chính Lan's incredible acts of heroism and his ultimate sacrifice

made him a legendary figure in Vietnamese military history He was

posthumously awarded the title Hero of the People's Armed Forces in 1952,

one of the highest honors bestowed by the Vietnamese government His story ofunparalleled bravery and strategic ingenuity in the face of overwhelming oddshas been immortalized in Vietnamese folklore, literature, and military education,serving as an enduring symbol of courage and resilience for generations

2 Creating a Powerpoint Presentation

The students in group 2 had to create a powerpoint presentation onhistorical individuals such as Nguyễn Văn Trỗi, Lý Tự Trọng, Trần Thị Lý and

Nguyễn Viết Xuân In this part I introduce two presentations on Nguyễn VănTrỗi and Lý Tự Trọng The rest can be found in the Appendix.

Here are their presentation:

2.1 Nguyễn Văn Trỗi

- Born: Nguyễn Văn Trỗi (1940–1964) was a Vietnamese electrician and

revolutionary, born in Thanh Quýt Village, Điện Bàn District, Quảng NamProvince, during the French colonial period He came from a modest working-class background and later moved to Saigon, where he worked as an electricaltechnician His deepening awareness of the injustices caused by the American-backed South Vietnamese regime led him to join the revolutionary cause

- Revolutionary Involvement: Nguyễn Văn Trỗi became a member of the

National Liberation Front (NLF), also known as the Viet Cong He was chosen

to carry out a high-profile mission: to assassinate U.S Secretary of DefenseRobert McNamara and other American officials during their visit to SouthVietnam in 1964 However, before he could complete the plan, he was captured

by South Vietnamese forces

- Sacrifice: After

his arrest, NguyễnVăn Trỗi wassubjected tointerrogation andsentenced to death.Despite offers ofclemency andinternational

appeals for hisrelease, heremained steadfast

in his beliefs andrefused to betrayhis comrades

On October 15, 1964, he was executed by firing squad in Saigon at the age of

24 His final words expressed unwavering commitment to Vietnam’sindependence and revolution

- Legacy: Nguyễn Văn Trỗi's bravery and sacrifice made him a national hero in

Vietnam and an enduring symbol of resistance against imperialism His name isremembered throughout the country with streets, schools, and organizationsnamed in his honor His story is often included in educational materials, and hislegacy continues to inspire generations of Vietnamese youth to serve theircountry with courage and conviction

2.2 Lý Tự Trọng

- Born: Lý Tự

Trọng (1914–1931),whose birth namewas Lê Hữu Trọng,was a reveredVietnamese

revolutionary martyrand a pioneer of theVietnamese youthmovement He wasborn in Hào QuanVillage, Thạch HàDistrict, Hà TĩnhProvince His familyhad a tradition ofpatriotism, and hewas exposed torevolutionary ideasfrom a young age

- Revolutionary Involvement: Lý Tự Trọng showed an early aptitude for

revolutionary work In 1926, at the age of 12, he was sent to Guangzhou, China,

by the Vietnamese revolutionary organization to study under Nguyễn Ái Quốc(Ho Chi Minh) There, he quickly absorbed revolutionary theories and becameproficient in several foreign languages Upon his return to Vietnam in 1929, heworked as a liaison officer for the Provisional Central Committee of theCommunist Party of Vietnam He was responsible for establishing contactbetween revolutionary organizations, printing documents, and disseminatingpropaganda His most famous revolutionary act occurred on February 9, 1931,during a public rally in Saigon When a French colonial police officer attempted

to arrest a speaker, Lý Tự Trọng, despite being unarmed, bravely fired a pistol,killing the officer to protect the revolutionary cadres

- Sacrifice: After his courageous act, Lý Tự Trọng was immediately arrested by

the French colonial authorities Despite being brutally tortured, he remainedsteadfast, refusing to betray his comrades or revolutionary secrets During histrial, he famously declared, "The path of youth can only be the path ofrevolution, and no other path." On November 21, 1931, he was executed by theFrench at the age of just 17 at the French Central Prison (Khám Lớn Sài Gòn,now the area of the Saigon Central Post Office) His unwavering spirit anddefiant stance at the execution ground deeply moved the public

- Legacy: Lý Tự Trọng's heroic sacrifice at such a young age transformed him

into a powerful symbol of youthful courage, unwavering patriotism, and

revolutionary zeal His famous quote, "The path of youth can only be the path